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The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework

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Title: The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework
Language: English
Authors: Scott Thorne (ORCID 0000-0002-3742-8903), Greg J. Strimel, Nathan Mentzer, David Sears
Source: Journal for STEM Education Research. 2022 5(3):479-508.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 2044288
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High School Teachers, STEM Education, Dual Enrollment, College School Cooperation, Undergraduate Students, Engineering Education, Curriculum Development, Courses, Charter Schools, Academic Records, Required Courses, College Credits
DOI: 10.1007/s41979-022-00075-5
ISSN: 2520-8705
2520-8713
Abstract: This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in "collaboration" with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize project-based learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1420664
Database: ERIC
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  Data: The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework
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  Data: <searchLink fieldCode="AR" term="%22Scott+Thorne%22">Scott Thorne</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3742-8903">0000-0002-3742-8903</externalLink>)<br /><searchLink fieldCode="AR" term="%22Greg+J%2E+Strimel%22">Greg J. Strimel</searchLink><br /><searchLink fieldCode="AR" term="%22Nathan+Mentzer%22">Nathan Mentzer</searchLink><br /><searchLink fieldCode="AR" term="%22David+Sears%22">David Sears</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+STEM+Education+Research%22"><i>Journal for STEM Education Research</i></searchLink>. 2022 5(3):479-508.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s41979-022-00075-5
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  Data: 2520-8705<br />2520-8713
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  Data: This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in "collaboration" with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize project-based learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools.
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